Lesson #: Title of lesson: Description of lesson: (if you were to describe to a parent what was happening in the classroom for this lesson, what would you say in 3-5 sentences) Assignment: (describe both in-class assignment and any homework): Resources/materials needed: (include books, internet sites, props, technology tools such as document camera, etc.)
Technology reflection: (include a brief description of how the use of technology in the lesson plan changed student learning in a way that could not have been done without the technology used) Evaluation: (as a classroom teacher, this will be where you jot your notes on what went right, what needs to be changed, etc.)
(as a STUDENT right now, this is where you jot your concerns about teaching this lesson and important things you need to focus on)
Mammals and Birds
Trevor Nichols
Unit Overview
Overview In this Unit students will learn and understand classification system of living organisms. Beginning with the three domains (Archaea, Prokarya and Eukarya) and then covering Kingdom, Phylum, Class, Order, Family, Genus and species. This unit will focus on various aspects of the classes Mammalia (Mammals) and Aves (Birds). The unit will cover evolution of mammals and birds, unique adaptations of mammals and birds, a brief overview of skeletal and organ systems, there place in the ecosystem, and some examples of common Colorado mammals and birds. Student Audience This unit will be part of the Biology course aimed at High School Sophomores. Timeframe This unit will cover approximately 12 hour long class periods to complete. Rationale As biology literally means the “study of life” it is important that in a biology course we touch on mammals and birds as they are living organisms. Mammals and Birds also are organisms which are prevalent in our every day existence. We keep them as pets. They make up the food we eat. The study of mammals in particular can give us further incite into our self as humans are mammals. Unit Objectives Students will be able to understand the classification system of living organisms in particular the classes Mammalia and Aves. Students will be able to identify unique adaptations of both mammals and birds. Students will be able to demonstrate understanding in evolution of mammals and birds. Students will be able to discuss the roles and niches which mammals and birds fill within the larger ecosystem. Students will be able to identify common mammals and birds of the Colorado region include the state mammal the Big Horn Sheep (Ovis Canadensis) and the state bird the Lark Bunting. Unit Standards Standard 1 Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. Standard 3 Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) Standard 5 Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world. Describe the state curriculum standards this unit seeks to address. Variations or Adaptions Discuss, in detail, the adaptations you would make for at least one group of identified students (GT, ELA, SPED). Include a two-to-three paragraph focusing on one of these groups.
ScavengerHunt.doc
Lesson #:
Title of lesson:
Description of lesson:
(if you were to describe to a parent what was happening in the classroom for this lesson, what would you say in 3-5 sentences)
Assignment:
(describe both in-class assignment and any homework):
Resources/materials needed:
(include books, internet sites, props, technology tools such as document camera, etc.)
Technology reflection:
(include a brief description of how the use of technology in the lesson plan changed student learning in a way that could not have been done without the technology used)
Evaluation:
(as a classroom teacher, this will be where you jot your notes on what went right, what needs to be changed, etc.)
(as a STUDENT right now, this is where you jot your concerns about teaching this lesson and important things you need to focus on)
Mammals and Birds
Trevor Nichols
Unit Overview
Overview
In this Unit students will learn and understand classification system of living organisms. Beginning with the three domains (Archaea, Prokarya and Eukarya) and then covering Kingdom, Phylum, Class, Order, Family, Genus and species. This unit will focus on various aspects of the classes Mammalia (Mammals) and Aves (Birds). The unit will cover evolution of mammals and birds, unique adaptations of mammals and birds, a brief overview of skeletal and organ systems, there place in the ecosystem, and some examples of common Colorado mammals and birds.
Student Audience
This unit will be part of the Biology course aimed at High School Sophomores.
Timeframe
This unit will cover approximately 12 hour long class periods to complete.
Rationale
As biology literally means the “study of life” it is important that in a biology course we touch on mammals and birds as they are living organisms. Mammals and Birds also are organisms which are prevalent in our every day existence. We keep them as pets. They make up the food we eat. The study of mammals in particular can give us further incite into our self as humans are mammals.
Unit Objectives
Students will be able to understand the classification system of living organisms in particular the classes Mammalia and Aves.
Students will be able to identify unique adaptations of both mammals and birds.
Students will be able to demonstrate understanding in evolution of mammals and birds.
Students will be able to discuss the roles and niches which mammals and birds fill within the larger ecosystem.
Students will be able to identify common mammals and birds of the Colorado region include the state mammal the Big Horn Sheep (Ovis Canadensis) and the state bird the Lark Bunting.
Unit Standards
Standard 1
Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology)
Standard 5
Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
Describe the state curriculum standards this unit seeks to address.
Variations or Adaptions
Discuss, in detail, the adaptations you would make for at least one group of identified students (GT, ELA, SPED). Include a two-to-three paragraph focusing on one of these groups.